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In this week’s SIA message, the team is sharing key updates around the 2020-21 Legislative session that affect the Student Investment Account.
SIA Funding
For the 2021-23 biennium, the Student Investment Account has been funded by the Legislature at $892 million, receiving 53.8% of the funding available* from the Corporate Activity Tax. This is a significant increase from the originally anticipated $778.8 million in the Governor’s Recommended Budget. The total of $892 million for this biennium includes an additional $62 million above the statutory minimum (50%) of CAT resources that are required to be deposited to the Student Investment Account. The Legislature approved this budget adjustment to bring the SIA investment closer to pre-Covid projections. This increase is budgeted as one time and will not be assumed as ongoing in 2023-25 current service level calculation for SIA. ODE anticipates sharing updated allocations for grantees in a special SIA message next week.
*Per statutory law, available is determined as CAT resources in the Fund for Student Success after the required transfer to the State School Fund and retention of a funding reserve.
Technical Changes
The passage of HB 2060 creates some technical changes to the larger Student Success Act, which include:
- Changes the definition of economically disadvantaged students, one of the focal student groups, from eligibility for free and reduced price lunch to rules adopted by the State Board of Education;
- In addition to regular attendance, third grade reading, ninth grade on-track, four year graduation, and five year completion metrics, now local metrics and targets related to student mental and behavioral health needs as established by rule by the State Board of Education may be used to develop Longitudinal Performance Growth Targets (LPGTs); and
- Youth Corrections Education Programs (YCEP) and Juvenile Detention Education Programs (JDEP) are now eligible to apply for and receive SIA funds.
SB 225 changes the funding formula for the technical assistance dollars ESDs receive to support districts with implementing the SIA.
Q: What are the expectations for maintaining SIA documents on our district or school website?
A: The Student Investment Account is rooted in community engagement and transparency. In keeping with this spirit, districts and eligible charter schools are required to post important documents including their SIA plan, budget, and grant agreement to their websites and ensure those documents remain posted and publicly accessible. The SIA team shares the following as guidelines for all SIA documents posted to recipient websites:
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Original plans and budgets (board-approved) should be maintained on the district or school website.
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Budgets submitted with your 2021-23 SIA Plan Update should also be posted alongside the original plan and budget until the next full application cycle is completed in spring 2023. At that time, the new board-approved plan and budget can replace the earlier versions on the district or school website.
- If you submitted an amendment, your updated SIA plan should also be posted.
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SIA grant agreements should also be maintained on the district or school website until the next application cycle is completed in spring 2023. If the grant agreement is amended, ODE encourages recipients to post amendments alongside the original grant agreement on the district or school website.
Some districts have a Student Success Act/Student Investment Account webpage that is dedicated to posting information about community engagement activities and events, the legislation and the documents referenced above. Other districts have a “Documents” link where these items can be found. While districts and eligible charter schools have discretion as to where they post these documents, they should be easily searchable and accessible (one to two clicks away from the main webpage).
Why do historical and persistent academic disparities exist for the student focal groups named in the SIA?
In our ongoing learning journey with Dr. Eric Toshalis, we are developing capacity about Tenet #4 - Student sense of belonging - by building our awareness of the multiple ways school expectations for students tend to mirror dominant cultural norms (middle class, white, able-bodied, English fluent, etc.). As a result, students from the dominant culture experience a greater sense of belonging, affirmation, and encouragement in their academic efforts. Meanwhile, students who don’t represent the dominant culture (student focal groups) suffer disadvantages due to the conformity demanded by dominant cultural norms.
Toshalis argues that deepening educator understanding of students’ diverse identities motivating behavior is vital to ensuring students bring their whole selves to learning, and is a key contribution to increasing student focal group academic achievement. This video illustrates important work educators at North Salem High School are doing to value and see the fullness of their Pacific Islander students, and adjust their interactions to respect non-normative ways of being and knowing. An example from the video of culturally-specific student behavior subject to normative educator misinterpretations that disadvantage student learning is found below:
Student Behavior: Being quiet or having a passive demeanor.
Student Values: Student has been taught to be quiet in the presence of an adult an din formal settings like the classroom and often does not make choices independently from their family.
Interpretation: Educator believes that the student seems disinterested.
Impact: Often the quiet student becomes invisible and educators don't engage them in social aspects of learning.
Toshalis offers some promising practices:
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Authentic Connection & Responsiveness: Seek to recognize that a deep desire for recognition, engagement, and belonging often motivates behavior (even resistance).
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Student Voice, Choice, and Rigor: Facilitate student agency to align academic work with their identities by offering assignment options and develop risk-taking opportunities that welcome mistakes and affirm the social aspects of learning.
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Please send any questions or comments to SIAInfo@state.or.us.
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